Educação musical no Programa Cordas da Amazônia: descrição analítica dos procedimentos metodológicos das turmas de violoncelo

Abstract

The researcher of this study intended to define how is the musical education of children and adolescents of the Amazon Strings Program through Cello teaching (ASP). The teaching of the cello performed in PCA directed to people in this age group also reaches students with developmental disorders (autism, ADHD, dyslexia, Down syndrome), and others with learning difficulties (considering financial, social and transport difficulties) who normally do not would continue the study of a musical instrument, which makes the program one of the few to offer free music education for students with developmental disorders and learning difficulties. The research aimed therefore check how is the cello music education of children and adolescents with and without developmental disorders by applying these methodological procedures of the ASP; systematize its genesis and structure, finding this information through research that took as central discussion at this Program; detect the theoretical musical teaching that support such procedures identifying the curriculum and modus operandi of its members, and finally analyze the resulting learning outcome. Thus, we used research tools such as interviews and application of a rating scale that verifies the use of learning. Thus, we used research tools such as interviews and application of a rating scale that verifies the use of learning. Indeed, the results achieved concerning the learning of students with developmental disorders corroborate what the specialized literature recommends: the possibility of learning music for these public is possible and real, and there should be continuity and musical stimulus for these students in an effort to overcome the limitations imposed by the conditions. Regarding the genesis and structure of the program, the sources of theoretical studies ever conducted on the ASP allowed an outline of information to meet the objective. Given these positive findings already developed and verified in the learning environment of the PCA, it is expected to contribute to strengthening the practices of this Program, and more broadly, contribute to the guidance of more effective educational public policies.